The Experiences of Learners with Disabilities in Mainstream Vocational Training in Nepal

Abstract

Context: This article explores the lived experiences of learners with disabilities who were attending short-term skills-based training programs in Nepal. The research questions addressed were how the learners with disabilities had been experiencing learning with their peers without disabilities and whether the vocational training was inclusive from the perspectives of learners with disabilities. Approach: Based on a phenomenological design, eight learners with disabilities were purposively selected. In-depth interviews were held with the participants. Data were collected in the forms of audiotaped recordings, field notes, and institutional records. The thematic analysis technique was employed to explicate the transcribed data.Results: The results showed that learners with disabilities faced difficulty in commuting to and from the training center. The physical learning environment was insufficiently accessible, and this affected the learning of students with disabilities. Although the learners with physical disabilities had no problem in understanding the subject matter taught in the mainstream classrooms, the learners with visual impairments and those who were with hard of hearing had, at times, difficulty in following their instructors. The learners with disabilities had trouble with socialization and with forming friendships though they had supportive instructors. The participants' statements revealed that the existing inclusion practices were not enough to address the needs of persons with disabilities. However, they viewed inclusion as a much better option to cater to the needs of differently abled people.Conclusion: Inclusive technical and vocational education and training (TVET) is in practice throughout the world. This qualitative research paper has presented the perspectives of learners with disabilities (LWDs) about the inclusive practices in the Nepalese TVET sector. More importantly, this study has given a voice to the LWDs from mainstream vocational training centers in Nepal.

Young people’s participation experiences of technical and vocational education and training interventions in low- and middle-income countries: a systematic review of qualitative evidence

“…Young people's experiences of intervention quality included three themes, curriculum and content, instruction and instructor, and management and administration. The majority of participants in 13 studies that contained evidence of curriculum and content reported negative experiences (Apunda et al 2017;Bhurtel 2016;Botea et al 2015 Young people's learning experiences were also affected by the quality of instruction and instructors (Adhikari 2018;Apunda et al 2017;Bhurtel 2016;Ling 2015;Sedighi et al 2015;Veazey 2014). While few participants considered their instructors competent (Apunda et al 2017), others lamented the textbook-based authoritarian pedagogy that discouraged them to develop intellectual curiosity and critical thinking ability (Veazey 2014).…”

“…Furthermore, some instructors failed to address the learning needs of the minority students. For instance, learners with disabilities in mainstream vocational centers reported that students with physical disabilities could understand the subject matter but had difficulty in performing the tasks, but those with visual and hearing impairments could not understand the lecture at all (Adhikari 2018).…”

“…In addition, ineffective administration and management of interventions compromised participants' learning (Adhikari 2018;Botea et al 2015;Bhurtel 2016;Korzh 2013;Ling 2015;Nagamuthu et al 2019; Van der Bijl and Lawrence 2019). Poor administrative support for course enrollment, equipment maintenance, stipend distribution and transcript issuance disrupted young people's study and even made some participants quit.…”

“…Participants' experiences of learning environment covered three themes, physical environment, instructor-learner relationship, and peer relationship. Several studies reported young people's dissatisfaction with their physical learning environment (Adhikari 2018;Botea et al 2015;Donkor 2012;Sedighi et al 2015;Veazey 2014). Since most of the included interventions were implemented in resource-poor settings, young people often found themselves contend with run-down buildings, inadequate number of equipment, shortage of teaching materials and frequent power and network outage (Sedighi et al 2015;Veazey 2014).…”

“…In addition, the physical environment of many interventions failed to cater to the needs of different subgroups, especially those minorities. For example, participants with disabilities could have more mobility in accessing classrooms and toilets, if the physical environment of mainstream vocational centers had been more disability friendly (Adhikari 2018). Some female participants regretted the lack of childcare facilities on the training site (Adhikari 2018;Botea et al 2015).…”